Students
PSYC994 – Psychological Assessment and Child and Adult Psychopathology 3
2019 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Co-convenor
Philippe Gilchrist
Contact via 9850 2340
Level 7, 4 First Walk, Room 705
Prefer email to make an appointment.
Co-convenor
Kerry Sherman
Contact via 9850-6874
Building 4 First Walk, Room 724
Co-Convenor
Maria Kangas
Contact via Email
Lecturer
Jennifer Batchelor
Contact via Email
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
PSYC988 and PSYC989
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit will cover theoretical models of development of psychopathology across the lifespan, as well as evidence based assessment of adult and child mental and neurological disorders including memory and cognitive disorders; autism spectrum disorders; sleep disorders and stress and trauma-related disorders including Adjustment disorder and Complex trauma.
Methods for differential diagnosis as well as treatment planning for comorbidity will be covered. Assessment techniques of these disorders using clinical interviews and will also involve knowledge of self-report measures, and use of behavioural observations where appropriate.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
- Demonstrate competency in interpreting neurological test reports
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Case Report | 30% | Yes | Week 5 - 27th March 2019 |
| Short-Answer Exam | 40% | Yes | Week 6 - 3rd April 2019 |
| Reflective Report 1 | 10% | Yes | Week 10 |
| Reflective Report 2 | 10% | Yes | Week 11 |
| Reflective Report 3 | 10% | Yes | Week 12 |
Case Report
Due: Week 5 - 27th March 2019
Weighting: 30%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
This report involves interpretation of neuropsychological test results.
The assessment task will involve:
a) Understanding the difference between psychological and neuropsychological assessment
b) Demonstrating skill in interpretation of neuropsychological test results including base rate analysis
c) Understanding how cognitive functions can be disrupted
d) Understanding of how neuropsychological disorders typically manifest
A case report will be required to be submitted comprising 2000 words.
On successful completion you will be able to:
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Demonstrate competency in interpreting neurological test reports
Short-Answer Exam
Due: Week 6 - 3rd April 2019
Weighting: 40%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Based upon content covered across first 5 seminars and full day workshop, involving relevant conceptually informed methods of assessing clients presenting with stress, trauma-related disorders, and health-related conditions across the lifespan.
On successful completion you will be able to:
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
Reflective Report 1
Due: Week 10
Weighting: 10%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Identify and describe health-related models, assessment, and case formulation based upon a choice of short written case studies/vignettes provided one week prior (i.e., week 9). 500 words.
On successful completion you will be able to:
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
Reflective Report 2
Due: Week 11
Weighting: 10%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Identify and describe health-related models, assessment, and case formulation based upon a choice of short written case studies/vignettes provided one week prior (i.e., week 10). 500 words.
On successful completion you will be able to:
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
Reflective Report 3
Due: Week 12
Weighting: 10%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Identify and describe health-related models, assessment, and case formulation based upon a choice of short written case studies/vignettes provided one week prior (i.e., week 11). 500 words.
On successful completion you will be able to:
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
Delivery and Resources
There will be a one 2-hour seminar per week, on Wednesdays 9am - 11am each week of session (except Week 3). For Week 3, there will be a full day workshop scheduled on Friday 15th March, which students are required to attend.
In addition, students are required to attend the first 7 seminars (weeks 1 through to 7) from the PSYN840 unit scheduled on Tuesdays in Session 1, 2019 (which consist of 2 hourly weekly seminars covering neurological disorders).
Students will be required to prepare for both seminars and workshop by completing required readings.
Unit Schedule
|
Week |
Date |
Topic |
Lecturer |
|
1 |
27 Feb |
Intro, overview & context |
PG/ MK |
|
2 |
6 March |
Intro to health models |
KS |
|
3 |
*FRIDAY* 15 March |
Friday Full day workshop |
MK |
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4 |
20 March |
Health models |
KS |
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5 |
27 March |
Health models |
KS |
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6 |
3 April |
In-class exam |
KS |
|
7 |
10 April |
Autism spectrum disorder |
PG |
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MID-SEMESTER BREAK |
|||
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8 |
1 May |
Intro to working with health pops – chronic pain – part 1 |
PG |
|
9 |
8 May |
Chronic pain – part 2 |
PG |
|
10 |
15 May |
Cardiovascular assessment & theories –part 1 |
PG |
|
11 |
22 May |
Cardiovascular assessment & theories –part 2 |
PG |
|
12 |
29 May |
Cancer & chronic illnesses |
PG |
|
13 |
5 June |
No class |
PG |
Timetables for seminars can be found on the University website at: https://timetables.mq.edu.au/2019/
Learning and Teaching Activities
Seminars
Role play
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
- Demonstrate competency in interpreting neurological test reports
Assessment tasks
- Case Report
- Short-Answer Exam
- Reflective Report 1
- Reflective Report 2
- Reflective Report 3
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
- Demonstrate competency in interpreting neurological test reports
Assessment tasks
- Case Report
- Short-Answer Exam
- Reflective Report 1
- Reflective Report 2
- Reflective Report 3
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
- Demonstrate competency in interpreting neurological test reports
Assessment tasks
- Case Report
- Short-Answer Exam
- Reflective Report 1
- Reflective Report 2
- Reflective Report 3
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
- Demonstrate competency in interpreting neurological test reports
Assessment tasks
- Case Report
- Short-Answer Exam
- Reflective Report 1
- Reflective Report 2
- Reflective Report 3
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Describe and critically appraise relevant theoretical models (inc. biopsychosocial models of health) and mechanisms that contribute to psychopathology, neurological conditions and common health conditions across the lifespan
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Outline and describe relevant assessment techniques using clinical interviews, neurological tests, validated self-report measures, and behavioural observations when working with clients presenting with stress/trauma-related, neurological, and health-related conditions across the lifespan
- Describe relevant methods for differential diagnosis, clinical health psychology conceptual frameworks, case-formulation, and treatment planning
- Demonstrate competency in interpreting neurological test reports
Assessment tasks
- Case Report
- Short-Answer Exam
- Reflective Report 1
- Reflective Report 2
- Reflective Report 3
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Demonstrate understanding and applications of evidence-based approaches to the assessment of neurological conditions, stress/trauma-related disorders, autism disorder, and common health-related conditions across the lifespan
- Demonstrate competency in interpreting neurological test reports
Assessment tasks
- Case Report
- Short-Answer Exam
- Reflective Report 1
- Reflective Report 2
- Reflective Report 3